Too Good to Pass Up! Special on Providence eLearning's Macbeth iBook

If you have an iPad and a high schooler who has to read Macbeth, I highly recommend using this iBook.  Several other iBooks have also been created by Providence eLearning, a subsidiary of Primera Technologies.  
The books are enhanced with audio AND video.  In the case of Macbeth, the text is read by William Lasseter, one of the English Lit professors at Providence Academy, who is also a Shakespearean actor.   Each act is followed by a lecture by Mr. Lasseter.  
Right now, Macbeth is available in the iTunes Store for $0.99.  The book is normally $9.99.  This is a great way for kids to access Macbeth with a professor right in the book.  It also makes Macbeth accessible in that the audio of the book is included, so the students may hear all the words pronounced correctly and read as if the reader were actually listening to a play.  There is also an actively linked glossary which explains characters and settings.  This format is particularly useful if you have a child with dyslexia or attention issues.
The folks at Providence mentioned to me that they may make a new book available at a lower cost each month. 
Check out this book on the iBookstore:

Macbeth William Shakespeare & William Lasseter Category: Literary Criticism

DISCLAIMER:  While I was compensated to review Macbeth last year, I get no kick-backs for any sales, whatsoever.  I just love the product and want others to know about it.

All my old presentation methods DO have a use!

I found some interesting articles on reading as I am preparing a mini-presentation for a group on the "dys-learning disabilities" (Dyslexia, Dysgraphia and Dyscalculia).  This is a perspective on  reading.

In the 1970s, educational researchers who were seeking the answer to how people learn to read studied two possible options. Some researchers thought “context” or recognition of whole words and phrases was the most efficient way to read. Speed-reading methods developed during that time used to train people to read whole words and groups of words fast may be based on this method. Others believed good readers recognized “features,” the lines and contours used to form letters, to learn to read.

What they found was that we read more efficiently and that we remember more of what we read when we use feature-recognition reading. When we learn to recognize letter shapes and the rules for writing words, and commit these things to memory, reading does become automatic.

When we pick a curriculum and we are working with readers having difficulties, we can minimize barriers and assist all readers, and especially readers who have low-reading skills, by following some helpful guidelines.  If you are helping your struggling reader by making worksheets or notes for them, keep in mind the following suggestions:

• Know the current skill level of your learners. We should know how steep the learning curve will be.  If you are wondering how to assess that, check out this link but skip to the bottom for the quick method .

• Use “plain language” or “simplified language.” Careless writing can reduce you student’s ability to read and comprehend. Using a consistent, common, recognizable vocabulary improves reading comprehension.

• Format text for easy reading. Poor text presentation can block reading and comprehension altogether for unskilled readers. The font style, size, and color can disrupt reading. And the spacing between letters in a word, or between words in a sentence, can interfere with efficient reading and with comprehension. Low contrast between text and the background interferes with vision and slows reading speed.  This is imperative for dyslexic readers.

• Use highly-readable fonts and visually emphasized words that help rather than hinder readers. The visual system is optimized to see structure and when structure is absent, we struggle to understand what we see.

• Use a visual hierarchy of font sizes, headings, and lists. The more structured and brief the presentation of information, the easier it is to scan and comprehend. Allow your student to quickly and easily find what they’re looking for.

• Edit for clarity and brevity. Avoid repetitive, wordy text that buries the important information in the middle of clutter

• Use flush left text whenever possible. Using centered text makes reading more difficult because the eye has to travel to a different place in the line, hindering automatic eye movement.

Twenty years ago, when I did my first training presentation, I learned the following methods which line up nicely with the rules above. Now, I HATE (yes, I just yelled) presentations that are stuffed with bullet point lists and I thought that was an abysmal way to train.  However, those bullet point lists make great handouts.  They should never be the presentation.  So, think about the rules for a good presentation slide from twenty years ago, using the old rules:

• No more than 10 items per slide
• No more than 10 words per line, if possible
• Bullet points/outline form
• Arial, Courier or Times New Roman Font
• Black on white
• KISS method (Keep It Simple, Stupid!)
• Double spaced

And, consider making notes for your kids that are struggling, especially with middle-school or high-school subjects and teach them how to do it, too.

Resources

Dirkson, Julie. 2012. Design for How People Learn. Berkley: CA. New Riders. 
Johnson, Jeff. 2010. Designing with the Mind in Mind. New York: NY. Morgan Kaufman Publishers.

Great deal on Brainology...

Just a quick note - right now, for a very short time, the Brainology course is available for the low price of $19.99 at homeschoolbuyersco-op.com  so if you have ever considered this, now is the time!  That is 75% off the cost.
Brainology was created by Carol Dweck as a way to help middle school/high school teens get passed a fixed mindset.  My kids did it and really enjoyed it and learned a lot.  Expect to spend about 5-6 hours total, over a couple of weeks.  Don't rush it. 
I don't make anything off of this.  I just wanted to let you know.  Homeschoolbuyersco-op.com is a free organization that arranges group purchases for curriculum, passing on savings to home educators.

Video Case Study

If you would like to see a video case study my family did for Providence eLearning, here you go!



We had a really good time working with Providence eLearning.  My kids are really enjoying the materials.

Solving Problems Vs. Creating Solutions - A Mindset Context Switch

With all that has been going on in my schoolroom this year, I have had to change my mindset.  In fact, I've decided to take on the slogan of the Robinson family from "Meet the Robinsons."

Slogan of the Robinson Family - Keep Moving Foward!

Let me ask you this...Are you a problem solver or someone who finds creative solutions?

I have always considered myself a "problem solver."  While that might be a great title to have, I think it might be determental to my kids if their teacher is constantly trying to solve problems in her school.   I now try to actively seek creative solutions rather than focus on solving problems.  Why?  Creating solutions and problem solving involve very different states of mind. Creativity activates positive thoughts while problem solving is focused on what is negative. Creating is forward focused; it’s building toward the future. Problem solving is focused on the past.

I've had to make a context switch.

When I tell my kids "we have a problem" it casts a dark tone over the day and the person to whom this message is directed.  What if, instead we said something like, "Wow!  We need to find a new way to do this!"  I don't know about you, but my kids much prefer the later.  

What does creating look like?

There are five steps in the creative process from Robert Fritz, which are types of action, not a formula. These steps are:

1. Conceive of the result you want to create. Creators start at the end by knowing what they want to create. (By the way, this is the way Right Brainers think all the time.  We start with the end in mind.)
2. Know what condition or situation currently exists. If you don’t know what has already been created or done, it’s impossible to know what to do next. (This is where most people stop!)
3. Take action. When you know what you want and what you currently have, take action. Creating is a learning process, so every action may not work. When actions don’t work, readjust. (Take a lesson from the Military - do an After Action Review.  Figure out what worked and what didn't so you don't have to redo it again.  Keep moving forward!)
4. Learn the rhythms of the creative process. There are three phases: germination, assimilation, and completion.  (Listen to the niggling voice in your head...ideas come in the strangest places and at the strangest times.  Most of mine come after 11pm when talking with my husband.)
5. Create momentum. Professional creators create momentum. The seeds of their next action are planted and  germinate in their present actions.  (Keep improving and keep talking about your changes with someone.  Sounding boards have a good way of keeping you in check and moving forward.)

The comments in parenthesis above are mine.  According to Robert Fritz, when talking about problem solving in a particular scenario in the corporate world, "The problem led to action to solve the problem. The action lessened the problem. Less action was needed to solve the problem. Less attention was given to the problem, and the problem resurfaced. Problem solving," Fritz explains, "provides a way to organize our focus, actions, time, and thought process. Designing solutions to problems gives the sense that something important is being done."

He adds, “…it’s an illusion.”

What’s the alternative if designing solutions to problems doesn’t work?  It is in finding creative solutions.  Now, you might say, "That is in the corporate world!  I am a home educator. When my kid has a problem, I need to find a solution!"  I can tell you that after years of trying to fix my son's dysgraphia, I realized that I needed to find creative solutions to the problem rather than to fix him.  He wasn't broken.  He just wasn't able to do what I was asking him.  Poor kid.  I am astounded at his resiliancy given I kept trying to fix him.    

So, the first thing you need to do is change your language.  Notice that the word “problem” is not present in the five steps above. The tone is positive and growth oriented.

What do you think could happen if instead of telling your child "There is a problem" to changing your approach to "Let's find a better way?"
 

Dysgraphia and Creative Writing

Dysgraphia is a learning disability in which writing is difficult.  This is more than just the inability too legibly create letters and words.  It extends to the inability to spell and properly organize thoughts on paper. A child that is dysgraphic gets hung up so much on how to form the letters, that their brain often loses track of what they were trying to spell or write. 

Here's a picture of the process for the visual learners...

When my son was diagnosed with dysgraphia in December, it came as no surprise to me.   I have spent much more time on handwriting, spelling and sentence building with him than with any of my other children.  When he practices a lot, his cursive is nice and legible, but it requires so much work and effort on his part, he is unable to write spontaneously.  He can do copy work very well.  He can't easily write what he thinks. 

I have always encouraged my son to type assignments.  He has had his own laptop since he was 10 because of the difficulties he has always had with writing.  He is not a proficient writer, but he types faster than he writes.  He has also learned to rely on the spelling and grammar checking, and I am okay with that.

Obviously because of his difficulties, I will not give up on teaching him the elements of writing (five paragraph essays, in particular), formatting (MLA mostly), and grammar (via intense Latin study and an extremely rigorous grammar program).  We've also come up with an editing process that I found out is used often...just didn't know it already existed.  It's called the power method and it uses an acronym which makes the process easy to remember:

P-lan
O-utline
W-rite
E-dit
R-evise

Now, that may seem obvious, but it is not to an ADHD kid, especially one who hates the writing process.  I have always tried to get my kids to plan out what they are doing BEFORE they write.  They have begrudgingly done it, sort of...however, it wasn't until we were working through Essay Voyages by Michael Clay Thompson last year that they saw the power of the outline.  I gave the four kids I was working with an assignment.  Within the book, there was an outline of an essay.  Their job was to write their own essay, using all the things they had learned thus far from that outline.  They were all astounded at how easy it was when they had a good outline!  From there, the editing and revising was actually easy.  Handwriting aside, the process seemed easier.

However, I had never spent much time on story writing.  I didn't feel I needed to because my kids have always been good, not only at narration, but at making up their own imaginative stories.
One babysitter told us, after watching my children play, that my eldest son would make a good scriptwriter and director.  He would orchestrate elaborate stories into their play sessions.  Not only would he tell everyone what to do, but also what to say.  All the kids would follow his instructions because his stories, created on the fly, were fantastic.  Somehow, it occurred to me last year that my son needed to work and further develop that skill. 

One thing I have learned (listen up curriculum developers) is that the assignments need to be engaging  The premise behind TJeD is to let kids follow their interests and they will learn what they need to learn.  Inside my kid is a story teller without a way to get it out.  I decided that I needed to take things into my own hands and figure out a way to get him writing creatively.  So, given his interests - Star Wars, weapons, adventure stories, games and role playing (although he'd never played an official RPG), I took a lesson from Joseph Campbell and great ideas from George Lucas, a student of Campbell, and put them all together.

Last year, the idea started niggling and I bought some Star Wars books to thumb through.  Of course, my son thought that was divine.   Then, I had to take some time and learn what RPG was all about.  I guess I hadn't realized that Dungeons and Dragons (DnD) is a role playing game.  I never played it, but my friends in high school (yes, almost 30 years ago) did play it.  So I did have exposure, just not experience.

What I ended up with was a writing class for reluctant writers based on the Star Wars universe using role playing games as a way to a create the story.  While I wrote the class for my son, I knew he would not be interested in doing it by himself.  That is where the RPG comes into play.  I knew that if he had to share the story with others and that others would be involved in the story with him, he would work hard.  What an incentive!  So, we invited 11 of his friends to join us.  I used Joseph Campbell's The Hero With a Thousand Faces to teach the boys what makes a good myth.   One young man dropped out, but the older brother of another participant requested to join when he saw how much fun it could be.  These young men, aged 11-14 voluntarily joined us six weeks over the summer to write five 8-10 page stories.  And yes, my son came up with five 10 page stories.  I typed much of it for him because his ideas came so fast, he couldn't capture them all.  We're now working on using Dragon Dictation so he can hand it by himself.

Here is what I found.  The boys loved the themes, character development and structure.  But I think I was the big winners because I learned so much in those six weeks about boys, the writing process, RPG, Star Wars (did I really need to know more???) but most importantly  I also got to know these 11 young men much better.  It was especially funny to see how they would include each other or me in their stories, either by killing them off (not me) or buttering them up (most often me) so that others would include them in their stories.

My daughters, age 9 and 12 at the time, sat in hiding close to our school room enraptured as they listened in as the boys told their stories.  I am now working on the same process for girls, but the story lines will be much different.  In fact, we're toying with either a time travel element or putting the entire story in a particular period of time...not sure yet about that one.  Perhaps...



So, I'm curious.  Would it make sense to run the Star Wars class again?  Would there be interest?  I know the boys that took it enjoyed it, but I don't know if they will join us again.  By the way, I only charge for the cost of materials for these classes.  I am not interested in making money on it.  Last year, the boys paid $30, which covered all the class costs as well as snacks, materials, books, etc.  Let me know if you have someone interested.  My son would be...

A fork in the road...

The last month and a half have been fraught with worry and much self reflection.  I've kept my posts to reviews of late because I needed to reassess where I wanted to go with this blog.  For the most part, this blog is about me and my journey of self-education and the homeschool education I am helping my children attain.  But I've reached a fork in the road.


I learned early on in my career as homeschool teacher is that I can't teach my kids anything they don't want to learn.  My talk on motivation covers that in spades and I've got the research to back it up...they will learn something they don't want to learn to earn a grade or pass a test, but will most likely forget it if it is not of interest or not made of interest to them.  We, as a race, are pretty selfish in that respect, but it is all part of God's plan, I think.  He gives us all different interests for a reason.  We all can't be interested in the same thing or we wouldn't survive.  We can't all be doctors or engineers.

One thing I was not prepared for, in this homeschooling journey, was hurdles.  BC (Before children) I taught adults and developed curriculum.  I figured I had this "teaching thing" down pat.  Kids must be easier.  I faced difficulties that I assumed were much greater teaching adults, like being a very young diminutive female teaching men in a positions that were predominantly occupied by older male know-it-alls.  I taught UNIX system and network administrators at the upper level of their professions.  Remember the SNL skits done by Jimmy Fallon as the system guy, Nick Burns?

That's the type I'm talking about.  To be fair, not all my students were like that, but many were.
Who knew that teaching kids would be/could be harder than THAT?  Certainly not me!
But, that's good.  I love a challenge.  I just wasn't prepared for so many.

So, you may ask what those challenges were?  For many homeschoolers, they were just normal things like morning sickness that lasted all day and pregnancy fatigue that made me not want to do school - at all! Or, a parent who was terminally ill and had no one but me in town to care for them.  Or unemployment which made schooling the way I wanted to not easy, requiring creative curriculum methods, and illness and health issues on my part that knocked me on my backside.  But those were my challenges...more difficult were things that affected my kids learning like learning disabilities, mindset issues and boredom.

Why am I writing ALL this?  Because I've reached a fork in the road and the tone of this blog will be changing.  Up until now, I've purposely not explained my interest in special needs, though I've gotten lots of experience with it over the last ten years.  My son, who is 14 1/2, has had vision problems since he was one.  He's had surgeries, glasses, vision therapy, occupational therapy, and neurological therapy to work through issues he's had that have affected his vision and fine motor skills.  I've done a lot of accommodating, correcting, adjusting curriculum and environment to make learning easier for him.  It's paid off.  He's a smart kid who loves to learn and is a hard worker, but I can't take too much credit for that because he's the one who has chosen to learn.  I had chalked up his need for lots of different learning accommodations to his vision issues.  When your eyes don't work, other senses try to make up for that difficulty.  My son is an auditory/tactile-kinesthetic right-brained learner for whom adjustments have been made to meet his distinctly different and individual needs.

I knew that as college testing loomed ahead of us he would need some accommodations for testing.  I knew, even after all the work we've done, he might need more time to finish his tests and the written essay portion would be next to impossible for him.  A good friend of mine who is an Orton-Gillingham professional, recommended that I have him tested for learning disabilities before he started taking ACTs or SATs.  They will not give accommodations without a clinical diagnosis.

So last month he endured twelve long hours of neuro-cognitive testing as well as filling out several questionnaires outside that in-office testing time.  I spent time filling out forms, finding copies of previous years' standardize test results, and pouring through all his medical records and therapy records to provide the psychologist with a complete picture of his academic and neuro-cognitive development.  Then we waited three long weeks for all the tests to be scored and a diagnosis to be made, if necessary.  And in that time, I worried and questioned my methods and made myself and my husband crazy, wondering - did I do enough, could I have done more, what would the psychologist say, how would my son score?  During that time of self-reflection, I also worried how my son would handle any news he received.

Two weeks ago my husband and I met with the psychologist to receive the results.  We purposely chose to take some time to reflect on how to share the news with our son and to decide how best to adjust things as we continue with the challenge of high school before sharing that news with him.
So, if you have read this far, God bless you for your patience. 

Here's what we found.  While my son is gifted in some areas, he was diagnosed with AD/HD, a diagnosis I, up until now have despised.  I'll get to that in a minute.  The other diagnosis was dysgraphia.  That was no surprise.  When he works at it, his penmanship is legible, but large.  With lots of work and concentration, he can do copywork well.  However, he just can't write extemporaneously.  But, he can type.

The funny thing was that my husband, who has had to deal with my anxiety over all this, realized that as he listened to the psychologist's recommendations, that I was doing almost all those things he recommended.  On the way out, he said that if we didn't need that "clinical diagnosis" for our son's benefit during ACTs and SATs, he would have wondered why we were there.  I needed to hear that.
 
Yesterday, I had the conversation with my son.  We talked about what will change in his schooling to make things better for him and allow him to better reach his potential.  We will also be making different accommodations and I will learn to embrace AD/HD.  I asked his permission to write about it here.  He said that if it helped other people, he was okay with it.  He's my hero.  This kid will do great things.  I know it.

By the way, the reason I hate the AD/HD label is because it's used as a derogatory term,  not as a clinical term, by people not qualified to make that diagnosis.  I have one acquaintance that I remember saying ALL boys have AD/HD...like it was the plague.  She has only girls.  I have kids with AD/HD besides this kid, boy(s) and girl(s) and some that do not...it's not the plague.  I also hate it because I know I have ADD and, while no one ever told me, I knew something was different about me and how I went about things.  Reading the book You Mean I'm Not Lazy, Stupid or Crazy?! made the world of difference to me because I've gone through life feeling out of sync and constantly trying to adjust my organization skills to fit in with the normal people.  I used to beat myself up over not being able to organize my kitchen like my sister or keep my house clean the way my friends do.  I have other gifts.  I still struggle with it, though.

So, I will be changing the tone of this blog.   You will find plenty of blogs about homeschooling normal kids.  I will be embracing my smart 2e kids (Twice Exceptional is the clinical term, 2e the short hand).   And, I will be writing more about adjusting things in the homeschool to better accommodate those kids who don't learn the same way other kids do, but are just as smart, and just as important as the rest.